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America may have legitimate competitive reasons to worry about the number of computer science and engineering graduates from elite Chinese and Indian universities – the figure dwarfs that of U.S. students with similar degrees.

But a new book by Stanford researchers and others says that the concern that these countries will develop their own centers of high-tech production and innovation and draw research, development and scholarship away from American shores is still premature.

Opponents of President Barack Obama's plan to increase access to quality preschool can criticize studies to support their political agenda, but science is on the side of advocates. Research demonstrating the benefits of preschool is strong and consistent.

When I was fifteen, I told my grandmother that I was going to become a law teacher. Here’s how that happened. She was in her 80’s, and starting when I was about twelve, I often had lunch with her at the Braemore Hotel on Commonwealth Avenue in Boston, where she lived. At the end of every lunch, she would give me a new book to read and discuss at our next lunch. The book I remember best was a biography of Louis Brandeis, the famous jurist. When I read about how he grappled with the ills of society, I announced to my grandmother that I would teach law someday.

Thirty years ago last month, President Ronald Reagan’s Education Department released A Nation at Risk. The report said unequivocally that U.S. education was in crisis. What does it say that in 2013, the same imminent threats to our nation’s global leadership and the attainability of the American dream for all students still exist?
Our schools are neither excellent nor equitable, but we allow this to continue with just lip service about the problem. If we allow another three decades of slow movement on dealing with these issues, it will have profound implications for America’s economic and social well-being. These problems cannot be swept under the rug if America and our children are to realize their full potential.

A 20-year study of the early childhood care and education workforce finds improvements in wage, turnover and qualifications, but big problems remain.

Daycare workers and preschool teachers are more educated, receive better pay, and remain longer in the field today than in 1990, but they continue to be poorly compensated, to have high turnover, and to lack Bachelor's degrees, according to a new study by researchers from the Stanford Graduate School of Education, the University of Virginia and Cornell University.

Professor of Education Sean Reardon recently published a controversial New York Times opinion piece titled "No Rich Child Left Behind," in which he detailed his research on the widening achievement gap between students from high- and low-income families. Reardon spoke with The Daily about the feedback he has received on the piece and his thoughts on how the achievement gap can be narrowed.

Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher standardized test scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion.